Fairfield University is at the heart of a Jesuit academic establishment where educators, staff, and students work in conjunction to richen their educational and life experiences, as well as maintain the value of every human being and the diverse mixture of race, ethnicities, beliefs, and talents of the entire community.
A hidden niche amongst the community, Fairfield’s Office of Student Support Services offers opportunities for students to achieve academic success, including students with physical and/or learning disabilities.
Philip Schacter ’04, a student diagnosed as a child with Attention Deficit Hyperactivity Disorder (ADHD) and a learning disability, believes Fairfield does an efficient job at aiding students with disabilities.
“Classes are often overwhelming and fast-paced,” he said. “A lot of the time, I fall behind, and I try to utilize what is available to me more often when I see my grades are slipping.”
According to David Ryan-Soderlund, assistant director of Student Support Services, special attention is paid to such needs.
“We offer accommodations such as tutors, note-takers and classroom modifications, for students with documented disabilities,” said Ryan-Soderlund. “These accommodations were put into place to reduce the impact of a disability.”
Schacter continues to take advantage of tutoring and note-taking support.
“It’s helpful for people who need it,” he said. “It’s every student’s responsibility to keep track of themselves, and ask for the help you need, even if you don’t have a disability.”
Support service accommodations also include exception to time limitations imposed by professors, testing accommodations, reduced course load, and book recordings at the technology work station in the lower level of the library. Services are available to all students with the necessary considerations taken by the university.
“Priority is given first to students with disabilities,” Ryan-Soderlund said. “It depends on the individual and documentation for the accommodations.”
A college, however, may deny a student’s request for accommodations. The ADA defines a disability as a physical or mental impairment that substantially limits a major life activity. Documentation, such as clinical observations, standard medical diagnostic reports, or test results, is required for students seeking accommodations. It may also include the current impact or limitations imposed by the condition, treatments, medications, devices, or services prescribed or used to minimize the impact of the condition, and the expected duration, stability, or progression of the condition.
“Significant means significant,” said Ryan-Soderlund. “If you forget your keys somewhere, that’s not a significant impairment.”
Schacter is not alone within the community. According to Ryan-Soderlund, 141 students are registered at the university for at least one disability, including students in the graduate program.
“The majority of students have been diagnosed with ADHD and learning disorders,” he said. “Students have no obligation to register with our office or to tell anybody, but if a student wants accommodations, then they must register.”
Schacter, however, felt that disclosing information about a disability might be uncomfortable to admit.
“It’s embarrassing to have to ask for help under these circumstances because you don’t know what kind of reactions to expect from professors and if they understand what it feels like to be in my shoes or the whole concept of a learning disorder,” he said. “It’s very unlikely that other students understand what’s happening.”
Philip W. Bennett, a professor of Applied Ethics, believed students with disabilities should let the university know of any aided needs.
“There is a high academic standard at the university, and students might be embarrassed to admit they have an academic challenge.” he said. “There is no reason to hide it. The school will keep it confidential. I have had no problems with accommodating students with needs.”
The university has a responsibility to maintain confidentiality, and may not reveal any part of documentation to faculty, administration, or parents without the student’s informed and written consent.
Schacter, who has a 2.8 GPA, reported that with his heavy course load, he is happy he got the help he needed.
“I have never had a problem with my accommodations,” he said. “But when I need help with note-taking, I have no choice but to find a student in class to help me, and then I have to tell them why I need the help, which can be embarrassing.”
Accommodations, however, are at the bear minimum for academic success at the university.
“If students aren’t using them, then they’re at a disadvantage,” Ryan-Soderlund said. “Using support, such as meeting with professors and attending class regularly help out pretty well. Students with disabilities are no different than any other student. When they do poorly, it’s the same reason someone else doesn’t do well … it’s a transition.”
Contact the Office of Student Services at x2445 for more information.
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